Name_________________________________, AP Language, period______
Ms. Lockwood
Mnemonics for Literary Analysis S.O.A.P.S.Tone - Analyzing point of view (or S.O.A.P.S.) Speaker: Is there someone identified as the speaker? Can you make some assumptions about this person? What class does the author come from? What political bias can be inferred? What gender? Is the speaker reliable? Occasion: What may have prompted the author to write this piece? What event led to its publication or development? Audience: Does the speaker identify an audience? What assumptions can you make about the audience? Is it a mixed group in terms of race, politics, gender, social class, relation, etc.? Who was the document created for? Does the speaker use language that is specific for a unique audience? Does the speaker evoke Nation? Liberty? God? History? Hell? Does the speaker allude to any particular time in history, such as ancient times? The industrial Revolution? World Wars? etc. Purpose: What is the speaker’s purpose? In what ways does the author convey this message? What seems to be the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? How is this document supposed to make you feel? Subject: What is the subject of the piece? How do you know this? How has the subject been selected and presented by the writer? Tone: What is the author’s attitude toward the subject? How is the writer’s attitude revealed? What words or phrases show the speaker’s tone?
D.I.D.L.S. - for literary analysis Diction: the denotative and connotative meanings of words. • different words for the same thing often suggest different attitudes (e.g. happy vs. content; happy vs. ecstatic) • denotative vs, connotative (e.g. dead vs passed away) • concrete vs. abstract (e.g. able to perceive with 5 senses, tangible, vs. an idea or concept that exists in one’s mind, intangible) • cacophonous vs. euphonious (e.g. harsh sounding – raucous, croak – or pleasant sounding – languid, murmur) Images: Vivid appeals to understanding through the five senses (auditory, visual, gustatory, tactile, olfactory) If a narrator visiting a farm describes the awful smells rather than the beautiful countryside, that would tell us something about her attitude. Details: facts that are included or those that are omitted. If a narrator witnesses a horrible sight and withholds the gory details, his attitude would be different than that of a narrator who focuses mostly on the gory details. (e.x. Hard Copy vs. CNN) Language: the overall use of language such as formal, informal, clinical, slang, dialect, etc. Syntax: How the author’s use of sentence structure affects the reader, promotes the message. Long, flowing sentences give a different feeling than short, choppy ones. If the narrator has awkward sentence structure, we might think he is uneducated, where long, flowing sentences might suggest sophistication or artistic creativity.
S.O.L.L.I.D.D.D. - Analyzing rhetorical elements and author’s style Syntax: sentence structure Organization: the structure of sections within a passage and as a whole Literary Devices: metaphor, simile, personification, irony, hyperbole, understatement, allusion, alliteration, etc. Levels of discourse: cultural levels of language, with attendant traits. (Does the narrator’s voice represent a particular social, political, or cultural viewpoint or perspective?) Imagery: deliberate appeal to the audience’s five senses Diction: word choice and its denotative and connotative significance Detail: descriptive items selected for inclusion or inclusion Dialogue: spoken exchange selected for inclusion
S.M.E.L.L. - Evalating argument and persuasion Sender/receiver relationship: Who is the speaker? Who is the audience? What is the tone directed from one to the other? Message: What is the content and/or claim? Evidence: What kind of evidence is given and to what extent? Logic: What is the quality of the reasoning? What types of appeals are being used? (Logos, pathos, ethos) Language: What stylistic and rhetorical devices are being employed?
O.P.T.I.C. - Evaluating visual texts Overview: write down a few notes on what the visual appears to be about Parts: zero in on the parts of the visual. Write down any elements or details that seem important. Title: highlight the words of the title of the visual (if one is available). Interrelationships: use the title as the theory and the parts of the visual as clues to detect and specify the interrelationships in the graphic Conclusion: draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in one or two sentences.
